Big-Fish-Little-Pond Effect: Generalizability and Moderation--Two Sides of the Same Coin

Autor/inn/en	Seaton, Marjorie; Marsh, Herbert W.; Craven, Rhonda G.
Titel	Big-Fish-Little-Pond Effect: Generalizability and Moderation--Two Sides of the Same Coin
Quelle	In: American Educational Research Journal, 47 (2010) 2, S.390-433 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831209350493
Schlagwörter	Academic Ability; Self Concept; Academic Achievement; Selective Admission; Socioeconomic Status; Cognitive Style; Differences; Student Characteristics; Predictor Variables; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Selbstkonzept; Schulleistung; Bildungsselektion; Socio-economic status; Sozioökonomischer Status; Cognitive styles; Kognitiver Stil; Unterscheiden; Prädiktor
Abstract	Research evidence for the big-fish-little-pond effect (BFLPE) has demonstrated that attending high-ability schools has a negative effect on academic self-concept. Utilizing multilevel modeling with the 2003 Program for International Student Assessment database, the present investigation evaluated the generalizability and robustness of the BFLPE across 16 individual student characteristics. The constructs examined covered two broad areas: academic self-regulation based on a theoretical framework proposed by Zimmerman and socioeconomic status. Statistically significant moderating effects emerged in both areas; however, in relation to the large sample (N = 265,180), many were considered small. It was concluded that the BFLPE was an extremely robust effect given that it was reasonably consistent across the specific constructs examined. (Contains 5 tables and 5 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10